International Journal of Bilingual Education and Bilingualism (Int J Biling Educ Biling )

Publisher: Taylor & Francis

Description

International Journal of Bilingual Education and Bilingualism. In recent decades, few topics have become so internationally important as bilingualism, multilingualism, bilingualism education and the acquisition of new languages. In the first century of the new millenium, as international communications increase, technological changes facilitate international relationships, and travelling between countries and across oceans becomes more common, the international importance of bilingual education and bilingualism is expected to rise steeply. At the same time, there is increasing concern and interest about language minorities and the survival of indigenous and immigrant languages. Just as there has been interest in preserving the wonderful variety among flora and fauna, the preservation of linguistic and cultural diversity has become internationally important so as to maintain the colourful diversity of human existence. This new journal aims to spread international developments, initiatives, ideas and and research on bilingualism and bilingual education, and to ensure collaboration between different continents, allowing rapid access to up-to-date information in an easily digestible form.

  • Impact factor
    0.81
  • 5-year impact
    0.00
  • Cited half-life
    4.80
  • Immediacy index
    0.15
  • Eigenfactor
    0.00
  • Article influence
    0.00
  • Website
    International Journal of Bilingual Education and Bilingualism website
  • Other titles
    International journal of bilingual education and bilingualism (Online)
  • ISSN
    1747-7522
  • OCLC
    57378277
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ green

Publications in this journal

  • International Journal of Bilingual Education and Bilingualism 02/2014;
  • International Journal of Bilingual Education and Bilingualism 01/2014;
  • International Journal of Bilingual Education and Bilingualism 12/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: The classroom demographics in French immersion (FI) programs across Canada are changing: There are a growing number of multilingual students who are learning English as a second language (L2) and French as a third language (L3). However, little is known about the development of French language proficiency and reading skills of multilingual students in the FI programs. The association between sociolinguistic factors as well as metalinguistic awareness, language proficiency, and literacy skills in the L2 and language proficiency and literacy skills in the L3 was investigated in this study. The sample included 55 students with an average age of 11 years and six months, in early FI programs who were tested at the end of Grade 6. Multiple regression analyses revealed that oral language proficiency and reading comprehension in English predicted oral language proficiency and reading comprehension skills in French, controlling for amount of reading in French and morphological awareness in English. This study demonstrated that although the majority of instruction in FI programs is in French, multilingual students continue to develop age-appropriate oral language proficiency and reading skills in English and French.
    International Journal of Bilingual Education and Bilingualism 01/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study examines literacies practiced in bilingual households located in emerging communities along the Texas–Mexico border known as border colonias. Drawing on theoretical notions of space as geographic and temporal, the simultaneity of global and local forces at work in colonias, and expressions of agency that are ‘in between’ accommodation and resistance, we focus on the forms and practices of literacy that bilingual families are engaging in to satisfy financial and religious needs in Spanish and English. Through interviews and home visits with parents in two colonias, this qualitative study found diverse and interesting uses of written Spanish that can support children's biliteracy development even as the use of written Spanish is discouraged in schools and parents are ambivalent about the use of Spanish literacy for academic purposes. We identify four themes – what children learn through Spanish; child language socialization; biliteracy and human capital; and demographic and economic change – and identify possibilities for learning and research among this understudied population.
    International Journal of Bilingual Education and Bilingualism 11/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article examines the role of transnational literacy practices in the biliteracy development of Mexican–American teachers who grew up on both sides of the US–Mexico borderlands. Through an analysis of literacy narratives and language history maps of bilingual education pre-service teachers, the pre-service teachers recall their memories as transnational immigrant children and the ways in which their unofficial schooling experiences shaped their development of biliteracy outside of school. As most of the case study participants had little or no access to bilingual education beyond the assimilation model, these return trips back and forth afforded them opportunities to maintain their Spanish biliteracy and bicultural identities. These teachers lived in transnational spaces and recall the ways in which growing up on the border shaped their bilingual and biliteracy development.
    International Journal of Bilingual Education and Bilingualism 11/2012;
  • International Journal of Bilingual Education and Bilingualism 09/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article investigates English–Japanese children's code-switching (CS) from the structural point of view. Muysken categorises it into three types, that is, insertion, alternation and congruent lexicalisation. Regarding insertion, using Myers- Scotton's matrix language frame (MLF) model, for example, the matrix language (ML) of a bilingual clause can be identified and items from the other language are considered embedded. In contrast, alternation does not distinguish between the matrix and embedded languages: the speaker makes a full change from using language A to using language B. In congruent lexicalisation, on the other hand, the ML consists of two or more languages. In this article, natural data from two English–Japanese bilingual children (5;9-9;3, 3;3-6;9) are analysed primarily using the MLF model, the insertion framework, but the ML cannot be identified in 41.8% of the data. These are examined with the alternation and congruent lexicalisation frameworks. Qualitative analyses show that psycholinguistic processes and pragmatic forces underlie those non-insertional types of CS. Psycholinguistic processes of triggering and formulaic language play important roles in alternation, whereas convergence, another psycholinguistic process, leads to congruent lexicalisation. From the pragmatic point of view, English makes a pragmatic/discourse frame and Japanese expresses propositional meanings. This finding suggests that bilingual children can attribute different functions to different languages.
    International Journal of Bilingual Education and Bilingualism 07/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Imagined identity is the way of positioning individuals or being positioned by others in an imagined world, where individuals’ cultural identifications interplay with cultural and language practices. This lays the basis for the current research on the construction of imagined memberships by two young ethnic Korean students in China. An analysis of the students’ life histories indicates that the negotiation of imagined identities takes place in-between the polarized positions of assimilation and separation, as coined by Berry in the multidimensional categories of acculturation. The process of identity construction suggests that Chinese is an important type of linguistic capital, which to a considerable extent determines an individual's desired membership in the mainstream society, whereas a certain degree of preservation in the Korean language complicates the process of acculturation, through which both Chinese and Korean languages are integratively and instrumentally functional in market-oriented Chinese economy and may open up alternative imagined communities where ethnic Koreans become bilingual users. This research reflects the integrative acculturation, which is illustrative of a selective process and puts forward explicit assumptions about an additive bilingual education in China.
    International Journal of Bilingual Education and Bilingualism 05/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students' reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers’ insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised.
    International Journal of Bilingual Education and Bilingualism 03/2012; 15(2):183-197.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study investigates the link between personality traits (OCEAN Personality test), emotional intelligence (EI) (Trait Emotional Intelligence Questionnaire) and the notion of ‘feeling different’ while using a foreign language among 102 Polish–English bilinguals and Polish L2 users of English who were immersed in a foreign language and culture. Statistical analyses reveal that personality traits such as Extraversion, Agreeableness and Openness had an effect on self-perceived changes in behaviour or body language and occurred while a foreign language was used. A similar effect had been found for EI factors such as Emotion expression, Empathy, Social awareness, Emotion perception, Emotion management, Emotionality and Sociability. These results could explain why some people report changes in personality when switching languages and some do not. Therefore, it is speculated that the existence of self-reported personality changes could be assigned more to certain personality traits and EI, which enables such subtle changes to be noticed, rather than stemming from a difference in the existence of such changes in these participants. The results of this study show the complexity of the relationship between language, culture and emotions, suggesting that both higher- and lower-order personality traits should be incorporated into further research on various aspects of bilingualism.
    International Journal of Bilingual Education and Bilingualism 01/2012; 15(2):217-234.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article reports on an investigation of family language policies among 37 Albanian immigrant families in Northern Greece within the framework of Spolsky's language policy model. Data collection was based on semi-directed interviews with parents which were analysed using both content and discourse analysis. According to our findings, three groups of families were observed in our sample. A small number of families (n=4) did not transmit the ethnic language to their children and showed no interest in maintaining ties with the homeland. In another group of families (n=12) positive attitudes towards ethnic language maintenance were accompanied by specific language management efforts and language practices in support of the ethnic language. However, the majority of our informants (n=21) did not engage in such efforts, even though they, too, expressed positive attitudes towards Albanian language maintenance. We argue that although most immigrant parents may share positive attitudes towards ethnic language maintenance, they may differ as to whether they embrace bilingualism as an asset or accept the dominant ideology according to which the simultaneous development of two languages may hinder the development of the majority language.
    International Journal of Bilingual Education and Bilingualism 01/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In content and language integrated learning (CLIL), as in any other type of bilingual education, two languages are used to promote cognitive and language learning. Whereas in the bilingual classroom the two languages are always present, in CLIL they may appear together or be used in totally separate circumstances. Although the relationship between languages is different, in CLIL, where the foreign language is the minority language employed, we uphold that the purported benefits of combining both languages should not be underestimated in this type of education. The objective of this study is to find out if the collaboration among teachers, particularly between language assistants and content teachers, with the subsequent use of two languages in the same classroom, may result in the development of strategies that will ultimately contribute to the improvement of the teaching process, the learning of content matter and also the development of language skills and language awareness. By analysing the perceptions and reflection on the actual performance of teachers involved in CLIL programmes in Andalusia, a Spanish monolingual autonomous community, this article aims to identify the existence of collaborative work among teachers, the advantages of such collaboration and the benefits of using the two languages.
    International Journal of Bilingual Education and Bilingualism 01/2012;
  • International Journal of Bilingual Education and Bilingualism 01/2012;
  • [Show abstract] [Hide abstract]
    ABSTRACT: School-age children (n=39) acquiring Icelandic as a second language were tested yearly over three years on Icelandic measures of language knowledge and language processing. Comparison with native speaker norms revealed large and significant differences for the great majority of the children. Those who scored within the normal monolingual range had a mean length of residence (LOR) of close to 8 years and had arrived to the country at an early age. Raw test scores revealed significant improvement across test times. However, the rate of learning did not occur sufficiently fast for the gap relative to native speakers to diminish over time. Effects of age at arrival and LOR were difficult to tease out. However, children arriving to the country in adolescence performed consistently less well than children with the same LOR arriving in mid childhood. In spite of low scores on standardized tests of language knowledge, the L2 learners scored uniformly high on an Icelandic test of nonword repetition. The acquisition of Icelandic as an L2 appears to occur at a slower rate than the L2 acquisition of English. This may be related to the grammatical complexity of the language as well as to the low global economic value of the Icelandic language.
    International Journal of Bilingual Education and Bilingualism 01/2012;